Environmental Education facing the challenge of the climate crisis, in the view of a pedagogical material from Unesco: reproductive or transformative?

Abstract

Abstract: The research consisted of analyzing the understanding of the Education for Sustainable Development (EDS) in the Unesco pedagogical document entitled “Getting climate-ready: a guide for schools on climate action”. The pedagogical proposals and the concept of climate crisis of the guide were observed, aiming at verifying if, in the document, the concept of “Environmental Education” (EE) reflects on the sociopolitical roots of the problem. We used the thematic analysis methodology, having as a research criterion the presence or absence of the structural causes of the crisis in the EE proposals presented. We conclude that the ESD understanding of the mentioned document proposes individual actions within the school, without projecting them to society as an emerging agenda.